DETAILED LESSON PLAN

IN
MATHEMATICS-9
I. OBJECTIVES
At the end of the lesson, the students should be able to:
A. derive the Law of Sines;
B. solve the missing side and angle of a triangle applying the Law of Sines; and
C. relate the Law of Sines in real life situations.
II. SUBJECT MATTER
A. Topic: Law of Sines
B. References: Mathematics Learner’s Material by Department of Education, pp.
480-489; Advance Algebra IV by Soledad Jose-Dilao, Ed.D;
www.analyzedmath.com.
C. Materials: Visual aids, printed materials, box, PowerPoint presentations, chalk
III LEARNING PROCEDURE
Teacher’s Activity Student’s Activity
A. Motivation
Good morning class! Before we shall start our
lesson, I will show you three different
pictures. Let’s take the first picture.

What do you see on the picture?

Vehicles on the street sir!
Yes! What will happen if we do not have
rules on the roads, and the drivers have the
freewill to go as fast as they want and park
anywhere they want?
There will be extreme traffic, driver conflicts,
and vehicular accidents, sir!
Correct!
Let’s see the next picture. What do you see?

A big concert sir!

Yes! We know that concerts are very crowded
place. Thousands of people are watching
there. Again, if there are no rules and
regulations or Law imposed in the entrance
and exit doors. What will happen?

There will be a greater chance for Stampede.

Exactly!

Now let’s take a look on the last picture.

What is the picture all about?

A classroom discussion sir!
Yes! asking the same question, if there is no
existing rules or Law inside the classroom, do
you think learning would take place?
No sir!

Exactly!
So, how important is the presence of a rule or
a law?
Law is important because it creates peace and
order in the society and it protects our rights.
Correct! Law serves as a control power to
human behaviors. It is responsible for the
actions of a person that are not right. We must
obey it.
B. Presentation
Consider the following sets of triangles
Set 1.

30° 50°

60° 40°

What is common to the first set?

All the triangles have an angle of 90° in
common.
Correct! How do we call these triangles?
Right triangles sir!

50°

20°

70°
60° 130°
30°
 25°

140° 15°

Very Good! In the next set, do they contain a

right angle?
No sir!
On the first triangle what kind of angles does
it contains?
All its angles are less than 90° or acute angles
sir!
Correct! If all the angles of a triangle are
acute angles, how do we call this triangle?
Acute triangle sir!
Very Good! Let’s have the next triangle, are
all the angles acute?
No sir!
What other angle do you see?
An angle more than 90° or obtuse angle sir!
Yes! If a triangle contains an obtuse angle,
how do we call this triangle?
Obtuse triangle sir!
Correct! Class, we have a special name for
these types of triangles. Who among the class
knows that special name?
Oblique triangles sir!
Excellent! Now, who can define an oblique
triangle?
Oblique triangle is a triangle which does not
contain any right angle.
Correct! In solving for the missing sides and
angles of an oblique triangle, there is a law
that we can use. It is the Law of Sine.

C. Lesson Proper
The Law of Sines.
In any triangle ABC,

𝑠𝑖𝑛𝐴 𝑠𝑖𝑛𝐵 𝑠𝑖𝑛𝐶

= =
𝑎 𝑏 𝑐
Or
𝑎 𝑏 𝑐
= =
𝑠𝑖𝑛𝐴 𝑠𝑖𝑛𝐵 𝑠𝑖𝑛𝐶

Before we solve oblique triangles, let’s prove

the law of sine.
 C

b a

A D c B

Given a ∆ABC and CD ⊥ AB

solve for x
𝑥
𝑠𝑖𝑛𝐴 =
𝑏
𝑥 = 𝑏𝑠𝑖𝑛𝐴
𝑥
𝑠𝑖𝑛𝐵 =
𝑎
𝑥 = 𝑎𝑠𝑖𝑛𝐵

Equate the expressions by x using Transitivity

Property of Equality.
𝑏𝑠𝑖𝑛𝐴 = 𝑎𝑠𝑖𝑛𝐵
Divide both side of the equations by ab

𝑏𝑠𝑖𝑛𝐴 𝑎𝑠𝑖𝑛𝐵
=
𝑎𝑏 𝑎𝑏

𝑠𝑖𝑛𝐴 𝑠𝑖𝑛𝐵
=
𝑎 𝑏
Since we knew that the ratio between sinA
and its opposite side a is equal to the ratio
between sinB and its opposite side b,
therefore, they are also equal to the ratio
between sinC and its opposite side c. What
will be our equation then?
𝑠𝑖𝑛𝐴 𝑠𝑖𝑛𝐵 𝑠𝑖𝑛𝐶
= =
𝑎 𝑏 𝑐
We have just derived the Law of Sines!

Now, for a better understanding of the

concept of Law of Sine, let’s work on some
examples.
Example 1.

A
b=9
C
45°
c

60°

B
Find 𝑚∠𝐴 and c.
What are the given class?
𝑚∠𝐵 = 60°
𝑚∠𝐶 = 45°
𝑏=9
Solve for 𝑚∠𝐴
Solution:
𝑚∠𝐴 + 𝑚∠𝐵 + 𝑚∠𝐶 = 180°
𝑚∠𝐴 + 60° + 45° = 180°
𝑚∠𝐴 + 105° = 180°
𝑚∠𝐴 = 180° − 105°
𝑚∠𝐴 = 75°

Now let’s solve for side c. What formula are

we going to use?
𝑠𝑖𝑛𝐶 𝑠𝑖𝑛𝐵
=
𝑐 𝑏
Solution:
𝑠𝑖𝑛𝐶 𝑠𝑖𝑛𝐵
=
𝑐 𝑏
𝑠𝑖𝑛45° 𝑠𝑖𝑛60°
=
𝑐 9
9𝑠𝑖𝑛45° = 𝑐𝑠𝑖𝑛60°
√2 √3
9( ) = 𝑐( )
2 2
9√2 𝑐√3
( = )2
2 2
9√2 = 𝑐√3
9√2
=𝑐
√3
𝑐 = 3√6
Let’s try to solve this triangle

A b
105° 45° C

30°

B
Find b and c.
What are the given?

𝑚∠𝐴 = 105°
𝑚∠𝐵 = 30°
Can we apply the law of sine to solve for a 𝑚∠𝐶 = 45°
and c?
No sir!
Exactly! We cannot apply the law of sine in
that particular case. This means that the Law
is not applicable in all cases. They have their
own functions and limits. Just like in real life,
we have so many existing laws but not all
Laws are universal. For example: Republic
Act 9262 or the anti-violence against women
and their children act of 2004. This Law
covers only the protection to women and their
children against any violation and not to men.
Now sine Law is only applied in two cases.
1. If two angles and a side are known;
2.If two sides and an angle opposite to one of
them are known. So our first example is in
case 1 that is why we were able to apply the
Sine Law. Understood?
Yes, sir!
Let’s proceed to our next example:
A

15°

b=4√6

120°
C B
Find 𝑚∠𝐵 𝑎𝑛𝑑 𝑐
What are the given?
𝑚∠𝐶 = 120°
𝑚∠𝐴 = 15°
𝑏 = 4√6
Solve 𝑚∠𝐵
𝑚∠𝐴 + 𝑚∠𝐵 + 𝑚∠𝐶 = 180°
15° + 𝑚∠𝐵 + 120° = 180°
𝑚∠𝐵 + 135° = 180°
𝑚∠𝐵 = 180° − 135°
𝑚∠𝐵 = 45°

Solve for 𝑐
𝑠𝑖𝑛𝐶 𝑠𝑖𝑛𝐵
=
𝑐 𝑏
𝑠𝑖𝑛120° 𝑠𝑖𝑛45°
=
𝑐 4√6
4√6(𝑠𝑖𝑛120°) = 𝑐𝑠𝑖𝑛45°
√3 √2
4√6 ( ) = 𝑐( )
2 2
4√18 = 𝑐√2
12√2
𝑐=
√2
𝑐 = 12
D. Generalization
Who can state the Law of Sine?
The ratio of sine of an angle to its opposite
side is the same as the ratio of the sine of
either of the other angles to its opposite side.
 E. Application
Class let’s have an activity. You’ll be group
into 5. The activity is called “Treasure Box
Hunt”. (see attachment)
Mechanics:
1. This game will be played for 6 minutes.
2. Each group will be given an envelope.
3. Every envelope contains 8 problems to be
distributed to each member of the group and
solve for side c
4. After solving for side c, add all the values
of c to reveal the code.
5. The code is a three-digit number. The ones
digit will be placed at the bottom, the tens
digit at the middle, and the hundreds digit will
be placed at the top.
6. The first group to open the mystery box
will be declared as the winner and will
receive a prize.

IV. EVALUATION
Directions: Solve for the missing side and angle of the following triangles.
1.) 2.
A
A
45°
c b=24
b
135° 30°
B C 30°
Find for 𝑚∠𝐴 and c B a=18 C
Find for 𝑚∠𝐶 𝑎𝑛𝑑 𝑏
A b
3.) C
60°

c=8√6

45°
B Find for 𝑚∠𝐴 𝑎𝑛𝑑 𝑏
V. AGREEMENT
Directions: Solve the following:
B

A
Given triangle ABC

1. If 𝑚∠𝐴 = 45°, 𝑚∠𝐶 = 120°, 𝑐 = √3

𝑓𝑖𝑛𝑑 𝑚∠𝐵 𝑎𝑛𝑑 𝑠𝑖𝑑𝑒 𝑎

2. 𝐼𝑓 𝑚∠𝐴 = 45°; 𝑚∠𝐵 = 60°; 𝑎 = 10√6

𝑓𝑖𝑛𝑑 𝑚∠𝐶 𝑎𝑛𝑑 𝑏

3. 𝐼𝑓 𝑚∠𝐶 = 135°; 𝑚∠𝐴 = 30°; 𝑎 = 6√2

𝑓𝑖𝑛𝑑 𝑚∠𝐵 𝑎𝑛𝑑 𝑐
 A DETAILED LESSON PLAN
IN
MATHEMATICS-9

Prepared by:

JOEFEL V. ASUNCION JR.

(Practice teacher)

Checked by:

MRS. MARITES A. BERAN

(Cooperating teacher)

Approved by:

MRS. JOAQUINA L. BIRUNG

(Head Teacher VI- Mathematics Department)
APPLICATION:
FIND c

B a=7√6
C
45°

c B

a=13√2
60°
A c 45° C

30°
A
B

a=32√3
c

120° 30°
A C
B

c a=28

60° 60°
A C
 B

a= 6√2

30° 135° B
A C

a=20√6
c

120° 45°
A C
B

a=8√6
A 60°

45°
C
B

a= 18√6

c
120° 45°
A C
Answers:
1. c = 14
2. c = 26
3. c = 32
4. c = 28
5. c = 12
6. c = 40
7. c = 16
8. c = 36
Passcode: 204
Name: Date:
EVALUATION
Directions: Solve for the missing side and angle of the following triangles.
1.) 2.
A
A
45°
c b=24
b
135° 30°
B C 30°
Find for 𝑚∠𝐴 and c B a=18 C
Find for 𝑚∠𝐶 𝑎𝑛𝑑 𝑏
A b
3.) C
60°

c=8√6

45°
B Find for 𝑚∠𝐴 𝑎𝑛𝑑 𝑏